Research–Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students
Item
Title
Research–Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students
Abstract/Description
The gap in achievement in mathematics between at-risk students and their more advantaged counterparts is a persistent problem of the U.S. education system. Although some research-based curricula and pedagogy have demonstrated promise in supporting students from diverse backgrounds to develop conceptual understanding and procedural fluency in mathematics, scaling up instructional change across a district organization is a significant challenge. The Middle School Mathematics and the Institutional Setting of Teaching (MIST) Project is a research–practice partnership seeking to understand how large urban school districts can support the development of rigorous and equitable middle-school mathematics instruction at scale. This article enumerates the goals and design of this multiyear, multidistrict partnership, and describes one illustrative example of how our partnership activities informed and supported one district's efforts to improve mathematics instruction over multiple years. General recommendations for district–researcher partnerships are discussed.
Author/creator
Date
In publication
Volume
20
Issue
1-2
Pages
42-57
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1082-4669
Citation
Rosenquist, B. A., Henrick, E. C., & Smith, T. M. (2015). Research–Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 42–57. https://doi.org/10.1080/10824669.2014.988335
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